GCSE Scheme of Work - New College Leicester€¦ · Edexcel GCSE Geography B Scheme of Work ... Content (vocabulary, concepts, processes, ideas) Place exemplification Integrated skills

Edexcel GCSE Geography B Scheme of Work

Component 3, People and environmental issues – making geographical decisions

Introduction

Edexcel GCSE Geography B Investigating Geographical Issues offers an issues-based approach to the content and assessment, and the content is split

by Global and UK scale. As with all GCSEs, the guided learning hours total 120 hours over two years. This document provides a sample scheme of

work for teaching Component 3 Topics 7, 8 and 9 that can be adapted by centres to fit their timetabling and staffing arrangements. It is meant as an

example approach only and is not intended to be prescriptive. This scheme of work follows the order of the content in the Geography B specification.

This document can be edited and updated over time to develop a resource bank.

The scheme of work contains suggestions for resources that you can use to support your teaching. These are suggestions only of material you may

find useful and you are encouraged to use a wide range of resources that suit the needs of your students.

Overview of Component 3

● Component 3 is worth 25% of the GCSE

● All students are required to study three topics

● Topic 7: People and the biosphere

● Topic 8: Forests under threat

● Topic 9: Consuming energy resources

● You need to allow 28 hours to teach Component 3: 4 hours for topic 7, 12 hours for topic 8, and 12 hours for topic 9.

Component 3 will be assessed in Paper 3 which is worth 25% of the GCSE assessment and is 1 hour 30 minutes in duration. The paper is marked out

of 64, of which up to four marks are available for spelling, punctuation, grammar and use of specialist terminology. The sample assessment materials

can be used for question practice to enable students to build up the confidence and skills as part of their revision and exam practice.

Health and safety

The practical work and fieldwork suggested within the scheme of work are those which we believe are not banned or restricted in any way and are still

currently used in most schools and colleges. We advise teachers and technicians to discuss the merits of the suggested practical work and fieldwork

when deciding which to carry out and how they will be carried out. You may have ideas for practical work and fieldwork which we have not suggested

but would work just as well. As with all practical work and fieldwork, a risk assessment is expected as part of good health and safety practice in all

centres. Reference to health and safety in the field is made in the specification.

© Pearson Education Ltd 2016. Copying permitted for purchasing institution only. This material is not copyright free. 2

Scheme of Work for Component 3, People and environmental issues – making geographical decisions

Lesson Learning objectives

Content (vocabulary, concepts, processes, ideas)

Place exemplification

Integrated skills

Teaching activities and resources

Topic 7: People and the biosphere

1 lesson (1 hour)

Key idea 7.1: The Earth is home

to a number of very large ecosystems (biomes) the distribution of which is affected

by climate and other factors.

Suggested

learning objectives: To know the global distribution of the world’s major

biomes. To recognise the different characteristics and reasons why the

world’s major

biomes are different.

7.1a How the global

distribution and characteristics of major biomes (tropical, temperate and boreal forests, tropical and temperate grasslands,

deserts and tundra) are influenced by climate (temperature, precipitation, sunshine hours).

7.1b

Local factors (altitude, rock and soil type, drainage) can alter the biome distribution locally and how the biotic (flora,

fauna) and abiotic (soils, rock, water, atmosphere) components of biomes interact.

Key words

Biome/ Ecosystem

Pressure belts

Altitude

Biotic/ Abiotic

Flora/ Fauna

Comparing climate

graphs for different biomes (homework task).

Use of world

maps to show the location of global biomes.

Starter Interpreting images - Show students a number of

photographs of the world’s major biomes. Ask students to consider the following:

● What makes them different?

● What is the vegetation like?

● What animals live there?

Possible photos can be sourced from the following website - The Nature Conservancy

Main activity

Provide students with a copy of a world map showing the world’s major biomes. Students describe the distribution of

the major biomes. Provide students with clues for the three key factors that influence the distribution through the use of cartoons – temperature, precipitation and sunshine hours. In pairs, students work out how the factors influence the distribution. Teacher brings group together and reviews ideas. Students

then draw an annotated diagram to explain the different factors.

Plenary Hot seat - Students (or the teacher) take on a role in the

‘hot-seat’ and answer questions posed by the rest of the class.

http://www.nature.org/ourinitiatives/habitats/rainforests/index.htm





Integrated skills


1 lesson

(1 hour)

Key idea 7.2:

The biosphere is a vital life-support system for people as it provides both goods and services.

Suggested learning

objectives: To understand how the biosphere provides resources for indigenous and local people.

To have an awareness of how the biosphere is increasingly being exploited.

7.2a

How the biosphere provides resources for indigenous and local people (food, medicine, building materials and fuel resources) but is

also increasingly

exploited commercially for energy, water and mineral resources.

Key words

Biosphere

Exploitation

Indigenous people

Use and

interpretation of line graphs showing the range of future global population

projections,

and population in relation to likely available resources.

Starter

Question pose/pair-discuss – Provide a series of suitable pictures (around four) and ask the question – What does biosphere mean?

Review student response as a whole-class discussion.

Main activity

Provide students with a blank copy of the ‘Biosphere Goods’ mind map – a copy of this can be obtained from Edexcel/ Pearson Geography B Evolving Planet student book. Students use the blank mind map and the separate information cards to write them in the correct place.

Using the completed diagram, students provide an answer to the following two key questions:

1. Why is the biosphere important for indigenous and local people?

2. Why is the biosphere being exploited for wider global use?

Review student answers through a whole-class discussion.

Plenary

Summary tweet – Students write a summary of what they have learnt in the form of a tweet.

1 lesson

(1 hour)

Key idea 7.2:

The biosphere is a vital life-support system for people as it provides both goods and services.

7.2b

How the biosphere regulates the composition of the atmosphere, maintains

soil health and regulates water within the hydrological cycle,

Starter

Key word challenge – Students work out the key words from the definitions provided:

Biome - A plant and animal community covering a large area

of the Earth’s surface.

Exploitation - Making full use of something (often implying that the use is unfair and has a negative impact).





Integrated skills


Suggested

learning objectives: To know how the biosphere plays a wider important role for our planet.

providing globally important services.

Key words

Biosphere

Hydrological cycle

Ecosystem - A community of plants and animals that interact

with each other and their physical environment.

Review responses.

Main activity Students create their own copy of the biosphere life-support

system diagram - a copy of this can be obtained from Edexcel/ Pearson Geography B Evolving Planet student book.

Teacher provides students with a series of fact cards on the goods provided by the biosphere – vitamins, medicines, fish, meat, timber, etc. Using the information provided students produce an awareness poster on the importance of the biosphere.

Plenary

Question pose – Students answer the following question: Summarise in no more than 50 words how the biosphere plays an important role for our planet.

1 lesson

(1 hour)

Key idea 7.2:

The biosphere is a vital life-support system for people as it provides both goods and

services.

Suggested

learning objectives: To know the reasons why the global demands for food, energy and

7.2c

The global and regional trends increasing demand for food, energy and water resources (population growth,

rising affluence, urbanisation and industrialisation) and theories on the relationships between population and resources (Malthus and Boserup).

Key words

Starter

Cartoon clues – Provide cartoons that represent the reasons for the changing global and regional trends in demands for food, energy and water resources. In pairs, students try to work out which reason the cartoon

represents.

Main activity

Teacher introduces the two different theories related to the relationships between population and resources – Malthus and Boserup. This could be presented in a summary table. Students use the summary table to write an answer to the following question.





Integrated skills


water resources are increasing. To understand how

theories can help explain the relationship

between population and resources.

Affluence

Urbanisation

Industrialisation

Rising affluence

Malthus theory

Boserup theory

How can theories be used to explain the relationships between population and resources? Students review their answers through a peer assessment

activity.

Plenary

Tell me three – Students describe their top three learning points from the lesson.

Topic 8: Forests under threat

1 lesson

(1 hour)

Key idea 8.1:

The structure, functioning and adaptations of the tropical rainforest reflect the

equatorial climate.

Suggested

learning objectives: To know how plants and animals have adapted to living in the

tropical rainforest biome.

8.1a

How biotic and abiotic characteristics are interdependent (climate, soil, water, plants, animals and humans),

how plants (stratified layers, buttress roots, drip tips) and animals are adapted to the climate.

Key words

Drip tips

Buttress roots

Stratified layers

Lianas

Epiphytes

Starter

Describing climate graphs – Provide a climate graph for the Amazon rainforest and ask students a series of closed questions interpreting the data.

Main activity

Using a world location map of the tropical rainforest biome

and the climate graph (from the starter), students consider the reasons for specific tropical rainforest characteristics. Review response as a whole-class with students annotating their location maps of the tropical rainforest biome (from homework 1: topic 7). Show the following video clip on the different layers of the

tropical rainforest - Rainforest Layers. Provide students with a blank A3 diagram of the tropical

rainforest structure and the key words. Students annotate their diagram with the key words. Teacher provides information on the ways in which plants

and animals have adapted to the rainforest. Students add further detail to their diagram to explain the different ways plants and animals have adapted.

Plenary

http://www.bbc.co.uk/education/clips/zkdnvcw





Integrated skills


True or false – Provide a series of true or false statements on the key learning points from the lesson. Students make a decision using two different coloured cards.

1 lesson (1 hour)

Key idea 8.1: The structure, functioning and adaptations of the

tropical rainforest reflect the equatorial climate.

Suggested learning objectives: To understand the reasons why

tropical rainforests

have high levels of biodiversity.

8.1b Why tropical rainforests have a very high rate of nutrient cycling which, in

turn, supports high levels of biodiversity and complex food webs.

Key words

Biodiversity

Food webs

Nutrient cycle

Trophic levels

Starter

Review – Students write the main layers of the tropical

rainforest on a post-it note.

Main activity

Teacher introduces the three key words related to the cycle – inputs, recycling and outputs. Using a blank nutrient cycle and a series of key words, students decide which are inputs, recycling, and outputs of the cycle.

Review student responses as a whole-class. Discuss the reasons why the tropical rainforest have very high nutrient

recycling and biodiversity. Introduce the concept of trophic levels, food chains and food

webs. Discuss the different trophic levels – level 1(producers), level 2 (primary consumers), level 3 (secondary consumers) and level 4 (tertiary consumers). Provide students with examples of the different trophic levels and get them to create a food web.

Plenary Picture quiz – Show 10 pictures of different animals with

students deciding the trophic level.

1 lesson (1 hour)

Key idea 8.2: The taiga shows different

characteristics, reflecting the more extreme and

8.2a. How biotic and abiotic characteristics are

interdependent (climate, soil, water, plants, animals and humans),

Starter Interpreting images- Show an image of the cone-shaped plants and ask students to decide how this helps them

survive in the climatic conditions of the taiga (dominated by cold arctic air - long, severe winters and short summers).





Integrated skills


highly seasonal climate.

Suggested learning objectives:

To understand how plants and animals have adapted to living in the taiga biome.

how taiga plants (cone-shaped, needles, simple structure) and animals (migratory) are adapted

to the climate.

8.2b

Why the taiga has lower productivity, with less active nutrient cycling and much lower levels of biodiversity.

Key words

Nutrient cycling

Biodiversity

Main activity

Using a world location map of the taiga biome and a climate graph, students consider the reasons for the characteristics and lower levels of productivity compared to the tropical rainforest biome.

Review response as a whole-class with students using their location map of the taiga biome (from homework 1: topic 7) to annotate the reasons for the characteristics. Provide students with a series of photographs and information cards on how plants and animals have adapted to living in the taiga. Students use the resources to create a

mind map showing how plants and animals have adapted to the climate.

Plenary

Question pose – Students answer the following question to reflect on their learning from the lesson:

Explain one way in which plants, and one way in which

animals have adapted to the taiga biome.

1 lesson (1 hour)

Key idea 8.3: Tropical rainforests

are threatened directly by deforestation and indirectly by

climate change.

Suggested learning

objectives: To know the cause of deforestation in tropical rainforests.

8.3a Causes of deforestation:

commercial hardwood logging, subsistence and commercial agriculture, local demand for fuel

wood and how demand for biofuels, mineral

resources and electricity (HEP) contribute to deforestation.

Key words

Deforestation

Starter Contrasting images – Provide one image of a forest cleared,

and one of a forest not cleared through deforestation. Ask the following question – Why does this happen? Students discuss their ideas in pairs and write a response on

a post-it note.

Main Activity Show the WWF photo ‘Deforestation for cattle ranching in the

Amazon’ as an introduction for one of the causes of the clearing of tropical rainforests for cattle ranching - Photos & Videos | WWF.

http://www.worldwildlife.org/media?place_id=amazon

http://www.worldwildlife.org/media?place_id=amazon





Integrated skills


To understand the social, environmental and

economic impacts of deforestation in tropical

rainforests.

Biofuels

Logging

Subsistence and commercial agriculture

Provide students with cards on the key causes of deforestation in rainforests – logging, farming, HEP, biofuels, settlement growth, and road construction.

Students rank the causes in order of importance, justifying their decisions.

Teacher then provides a series of information sheets on the impact of deforestation in the Amazon rainforest. Students use this information to summarise the impacts in a table.

Cause Economic impacts

Social impacts

Environmental impacts

Using the information gathered students answer the following question: Explain one economic and one social impact of deforestation.

Plenary Peer assessment – Students peer assess answers using a marking grid, providing a WWW (what went well) and an EBI (even better if) comment.

1 lesson (1 hour)

Key idea 8.3: Tropical rainforests are threatened directly by

deforestation and indirectly by

climate change.

Suggested learning objectives: To understand the reasons why

climate change is having an indirect

8.3b Why climate change is an indirect threat to the health of tropical

rainforests (ecosystem stress, drought).

Key words

Drought

Ecosystem stress

Starter Direct vs indirect – Students are asked the following question at the start of the lesson – what is the difference between direct and indirect threats?

Review student responses as a whole-class discussion.

Main activity

Provide differentiated versions of two articles on the Amazon rainforest:

Drought – The Guardian provides a suitable article on the issue of drought in the rainforest.

Students actively read the two articles on the indirect threats highlighting the key points.





Integrated skills


impact on tropical rainforests.

Then using the information provided students produce their own newspaper article on the indirect threats to the health of the rainforest. This could be used an additional homework activity should students not finish during the lesson.

Plenary

Charades - Teacher or students act out a key word, concept or idea from the lesson, and others guess the answer.

1 lesson

(1 hour)

Key idea 8.4:

The taiga is increasingly threatened by commercial development.

Suggested

learning objectives:

To know the direct and indirect threats to the commercial development of the taiga.

8.4a

Direct threats from logging for softwood, pulp and paper production and indirect threats resulting from the exploitation of minerals, fossil fuels and

HEP potential.

Key words

HEP

Fossil fuels

Indirect threats

Direct threats

Exploitation

Starter

Question pose – A review activity from the previous lesson on indirect threats, students answer the following question – Explain how one indirect threat is impacting on the health of the Amazon rainforest.

Review responses by students sharing their answers.

Main activity

Provide resources on the following examples of direct threats on the taiga:

1. Illegal logging in Russia Far East, known as ‘Ussuri

Taiga’ to supply Chinese furniture – WWF article would be a useful resource - Illegal logging in Russia.

2. Canada’s tar sands – RAMP (Regional Aquatics Monitoring Program) is a useful resource - Oil Sands development

3. HEP development in Canada’s boreal forests.

Students use the resources to summarise the key points on

an A3 Y-chart - Create a Y-chart.

Plenary


1 lesson

(1 hour)

Key idea 8.4: 8.4b Starter

http://www.worldwildlife.org/publications/illegal-logging-in-the-russian-far-east-global-demand-and-taiga-destruction

http://www.ramp-alberta.org/resources/development.aspx

http://www.ramp-alberta.org/resources/development.aspx

http://www.worksheetworks.com/miscellanea/graphic-organizers/ychart.html





Integrated skills


The taiga is increasingly threatened by commercial

development.

Suggested

learning objectives: To understand how different factors can contribute towards the loss of

biodiversity the taiga.

How acid precipitation, forest fires, pests and diseases contribute to a loss of biodiversity.

Key words

Biodiversity

Acid precipitation

Interpreting images – Show an image of a forest fire in the taiga biome. Students create a series of questions using the five W’s – Who? What? When? Where? Why?

Main activity Students to conduct a research-based activity on the threats

to the taiga from acid precipitation, forest fires, as well as pests and diseases. Students could be allocated to work in pairs on one of the increasing threats. Research can be guided towards the Russian and Canadian boreal forests. Students present their threat as a PowerPoint presentation.

Plenary Newspaper headlines – Students create a newspaper

headline to sum up the learning from the lesson.

1 lesson (1 hour)

Key idea 8.5 Conservation and

sustainable management of tropical rain forests is vital if goods and services are not to be lost for future

generations.

Suggested learning

objectives: To know the advantages and disadvantages of global actions towards protecting tropical

rainforests.

8.5a Advantages and

disadvantages of global actions (the Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES), Reducing emissions from

deforestation and forest degradation (REDD)) designed to protect

tropical rainforest species and areas and why deforestation rates are

rising in some areas but falling in others.

Key words

CITES

Starter Different views – Provide six different views of the

conservation and sustainable management of tropical rainforests. Students have to pick at least two of the views and decide on a scale of 1 to 5 whether they agree with the view. Students share their thoughts, justifying the decision made.

Main activity Introduce the two global actions of CITES and REDD by showing students their mission statements.

Students complete a research activity looking at how the two types of global action projects work to protect the tropical rainforests. The research collected could be summarised in two tables one for CITES and one for REDD.

Advantages of CITES Disadvantages of CITES





Integrated skills


REDD

Deforestation

Plenary Five-five-one – Students complete the following review activity:

● Summarise today’s topic in five sentences.

● Reduce to five words.

● Now to one word.

2 lessons

(2 hours)

Key idea 8.5:

Conservation and sustainable management of tropical rain

forests is vital if goods and services are not to be lost for future

generations.

Suggested

learning objectives: To recognise the ways to achieve

sustainable forest management of tropical

rainforests.

8.5b

The challenge of achieving sustainable forest management and why alternative

livelihoods (ecotourism, sustainable farming) might better protect the remaining tropical

rainforest.

Key words

Ecotourism

Sustainable farming

Starter

What is? – Students define what they understand by the terms ecotourism and sustainable farming.

Main activity (two lessons) Provide a series of case study examples of how sustainable forest management can be achieved. These can be drawn

from a number of tropical rainforest examples and could

include:

● Nature Conservancy – working with indigenous

people in the Amazon rainforest

● The ‘Selective Management System’ in Malaysia

● Ecotourism in Costa Rica

Split the class into groups of four and allocate them each a different example of rainforest management. Students use the resources to produce a presentation on their management type.

During the second lesson students present their findings to the rest of the group. The class should summarise the main points about each example in a table.

The Plenary Decisions – Students summarise the three management

techniques and decide which one they believe is the most effective in achieving long term sustainability (Stand in one of three areas of the room to indicate their choice).

1 lesson Key idea 8.6: 8.6a Starter





Integrated skills


(1 hour) The taiga wilderness areas need to be protected from

over-exploitation.

Suggested

learning objectives: To have an awareness of the challenge of achieving

sustainable forest management of the taiga.

Challenges of creating and maintaining protected wilderness areas, national parks and

sustainable forestry in the taiga.

8.6b

Reasons for conflicting views on protecting or exploiting forest and natural resources in the taiga.

Key words

Sustainable forestry

National Parks

Exploitation

Exploring images – Show a series of images to represent the Zabaikalsky National Park. Students then consider the following question – Why would this place be important to protect?

Review responses through a whole-class discussion.

Main activity

Provide information packs on the following two examples of managing the taiga biome:

1. Boreal Forest Platform (BFP)

2. Zabaikalsky National Park In pairs, students work together to produce a speech on their management scheme. Provide the following guidance to

structure their speech:

● Overview of who is involved and how it aims to promote

sustainability

● Different views on the use of the scheme.

Plenary

Agree or disagree? – Following the sharing of selected speeches, students decide whether they agree or disagree with the type of management used and justify their decision.

Topic 9: Consuming energy resources

2 lessons

(2 hours)

Key idea 9.1:

Energy resources

can be classified in different ways and their extraction and use has environmental consequences.

9.1a

How energy resources

can be classified as non-renewable (finite stocks of fossil fuel coal, oil and gas), renewable (flows of solar, wind, HEP) and recyclable (nuclear,

biofuels).

Starter

Match-up – Provide students with the key words – abiotic,

biotic, renewable and non-renewable. Students match the key word to the correct definition. Review responses and discuss any misconceptions.

Main activity Divide students into groups of four and allocate them one of the case study examples on the environmental impacts of





Integrated skills


Suggested

learning objectives: To recognise how energy resources can be classified as non-renewable,

renewable and

recyclable. To outline how the extraction of energy resources impacts on the environment.

To understand how the use of

renewable energy can have impacts on the landscape.

9.1b

How mining and drilling can have environmental impacts (landscape scarring, oil spills, carbon emissions, removal of forests) and the

landscape impacts of

renewable energy (HEP flooding, land use for wind turbines and solar panels).

Key words

Fossil fuels

HEP

Finite stocks

Landscape scarring

Carbon emissions

mining and drilling, as well as the impacts of renewable energy on the landscape.

Provide information packs on the different exploitation types:

1. Oil extraction in Ecuador (landscape scarring, oil spills, carbon emissions) – the WWF website have a range of resources for students to use.

2. Deforestation in Cameroon (landscape scarring, carbon emissions, removal of forests) – the SAVE Wildlife Conservation Fund website provides a detailed overview of deforestation in the country.

3. HEP flooding – The Three Gorges Dam example could be used here – The China Dialogue website provides a useful article for this example. 4. Land use for wind turbines and solar panels – the Energy Collective has some information on this.

First lesson

Using the information - either provided by the teacher or

from internet research - students produce a two-minute speech. The speech is written as a representative for the prospective country, outlining the ways the environment or the landscape have been impacted by the extraction or

generation of the energy resource.

Second lesson Students spend the first part of the second lesson finishing their speeches. Then students present their speeches to the rest of the group. During the speeches the students make

notes on each presentation using a summary table.

Plenary

Plenary Pyramid – Provide students with a pyramid shape split into three sections. Students complete the following:

A. One question you are left with

B. Two concepts you understand that you didn’t know before

C. Three new pieces of vocabulary you now understand.





Integrated skills


1 lesson

(1 hour)

Key idea 9.2:

Access to energy resources is not evenly distributed which has implications for people.

Suggested learning

objectives: To know the global pattern in energy use per capita. To outline the reasons for

variations in energy use per capita. To appreciate how access to technology and

physical resources affect access to energy resources.

9.2a

How access to energy resources is affected by access to technology and physical resources (geology, accessibility, climate and landscape

influences on renewable

potential).

9.2b

The global pattern of energy use per capita and the causes of variations (levels of economic development, reliance of traditional fuel

sources, demand from different economic sectors).

Key words

Energy per capita

Geology

Use and

interpretation of world maps showing the distribution of energy

resources.

Starter

Interpretation of maps – Show a map of global energy use per capita – a suitable copy can be found in the Collins Student World Atlas. Students describe the pattern of energy use per capita. Review responses as a group and model an answer.

Main activity Provide students with a copy of the ‘global energy use per

capita’ map which students annotate with reasons as to why countries have differences in energy use. Through a whole-class exercise, discuss the countries chosen by each of the students and their reasons for choosing these. Teacher then discusses the three key reasons for variations – level of economic development, traditional fuel sources, and

different economic sectors. Students then go back to their map and add further annotations to their chosen countries.

Plenary


2 lessons

(2 hours)

Key idea 9.3:

The global demand for oil is increasing, but supplies are unevenly available.

9.3a

How oil reserves and production are unevenly distributed, and why oil consumption is growing (rising per capita GDP, rapid industrialisation in

emerging economies).

9.3b

Use of oil

price and oil production data to graph trends over time.

Starter

Mind map – With a partner, students bullet point some ideas on the following question: Why is the consumption of oil increasing? After a few minutes, share students’ ideas as a whole-class discussion.

Main activity

First lesson





Integrated skills


Suggested

learning objectives: To know how oil reserves and production are unevenly

distributed.

To outline the reasons why oil consumption is growing. To understand how

oil supply and prices are affected by changing

international relations and economic factors.

How oil supply and oil

prices are affected by changing international relations (conflicts, diplomatic relations) and economic factors (periods of recession

versus boom, over or

under supply).

Key words

GDP

Industrialisation

Emerging economies

International relations

Recession

Diplomatic relations

Teacher introduces the learning through discussing the production and distribution of oil reserves using a suitable map.

Teacher links in the reasons why oil consumption is growing. Students are then provided with a differentiated version of

the conflict relating to the East Siberia-Pacific Ocean (ESPO) oil pipeline. Students use the information provided to summarise their understanding in a mind map.

Second lesson Students review their mind maps on the East Siberia-Pacific

Ocean (ESPO) oil pipeline. Students then draft an answer to the following question:

Explain how the global production and supply of oil can cause conflict between countries.

Provide time for a peer assessment activity to review answers. Students then re-draft their answer following guidance from the peer-assessed activity.

Plenary KUW – Students complete the following sentence stems to reflect on their learning from the lesson. As a result of the lesson:

I know…

I understand…

I will investigate further…

2 lessons (2 hours)

Key idea 9.4: The world’s continuing reliance of fossil fuels increases pressure

9.4a Economic benefits and costs of developing new conventional oil and gas sources in ecologically

Starter Annotating images – Provide an image to show the impact of tar sands in Canada. Students use the Five Ws (who, what, when, why, where) to create a number of questions.





Integrated skills


to exploit new areas.

Suggested learning objectives:

To understand the economic benefits and costs of developing new oil and gas sources in ecologically sensitive and

isolated areas. To understand the environmental

costs of developing new oil and gas

sources in ecologically sensitive and isolated areas.

sensitive and isolated areas.

9.5b Environmental costs (negative impacts on

water quality and ecosystems) of developing new unconventional oil and gas sources (tar sands, shale gas) in ecologically sensitive and isolated

areas.

Key words

Tar sands

Shale gas

Economic

Environmental

Ecologically sensitive

Main activity

First lesson Provide a number of resources about the use of tar sands and fracking. Students use the information to create two summary fact files on developing the two energy resources. This lesson could also be done as a computer based research

activity. Create two A4 fact files on the developing energy resources through the use of tar sands and fracking. For each fact file including the following:

1 Where the reserves of each energy resource

can be found

2 Images to represent the process of extracting

the energy resource

3 A summary of how the resource is extracted

4 Economic costs and benefits of developing the

extraction of the resource

5 Environmental costs and benefits of developing

the extraction of the resource

Second lesson When the fact files are finished, students write an answer to

the following question: Assess the environmental costs of developing new oil and gas resources.

Plenary

Fiendishly tricky – Students come up with three fiendishly tricky questions based on today’s lesson to ask their partner.

1 lesson

(1 hour)

Key idea 9.5:

Reducing reliance on fossil fuels presents major technical challenges.

9.5a

The role of energy efficiency and energy conservation (in transport and the home) in reducing demand,

Starter

Scramble – Teacher to provide a scrambled version of the definition which students unscramble.





Integrated skills


Suggested learning objectives: To understand the role of energy

efficiency and energy conservation in reducing the use of finite energy resources.

helping finite energy supplies last longer and reducing carbon emissions.

Key words

Energy efficiency

Energy conservation

Carbon emission

Finite energy supplies

Sustainable development

Congestion charge

Velibs

Show the following video clip outlining the concept: ‘Sustainability explained’ by GreenCollegeOnline (may be found on YouTube).

Main activity Teacher provides a number of articles about the following

examples of energy efficiency and conservation in the home, as well as through transport systems:

1. Woking Borough Council – Oak Tree House

2. London Congestion Charge

3. Velibs – Paris

Using a carousel based activity, students rotate around the

room to three learning stations. Students read the information about each of the schemes and record their understanding in a summary table.

Once finished, students share their views from the

information gained in the carousel activity. Students then provide an answer to the following question: Explain how urban transport schemes can contribute towards lowering carbon emissions.

Plenary Peer assessment – Using a marking grid, students peer assess their answers and provide each other with a WWW

(what went well) and an EBI (even better if) comment. Teacher reviews answers during marking process.

1 lesson

(1 hour)

Key idea 9.5:

Reducing reliance on fossil fuels presents major technical challenges.

9.5b

Costs and benefits of alternatives to fossil fuels (biofuels, wind, solar and HEP) and future technologies (hydrogen) aimed at reducing carbon

Starter

Key word challenge – Students work out the key word from the following definitions as a review activity from the last few lessons.

Daily charge for driving a vehicle within a specific zone.

[Congestion charge]





Integrated skills


Suggested learning objectives: To know the costs and benefits of

alternative energy resources to fossil fuels.

footprints, improving energy security and diversifying the energy mix.

Key words

Biofuels

HEP

Solar power

Hydrogen

Energy mix

Mining and processing to extract oil-rich bitumen. [Oil extraction]

Natural gas that is trapped in fine-grained sedimentary rocks. [Shale gas]

Monetary value of all the finished goods and services produced within a country's borders in a specific time period.

[Gross Domestic Product]

The use of fast flowing water to turn turbines which produce electricity. [HEP]

Combustible sources of energy-like coal, oil or natural gas- that cannot be ‘remade’ because it would take millions of years for them to form again. [Fossil fuels]

Main activity

Provide students with differentiated packs on each of the

alternative energy resources to fossil fuels – biofuels, HEP, solar power and hydrogen. Students actively read the packs to produce a detailed mind map on the costs and benefits of each energy resource.

Plenary Three–two–one RIQ: Students show their learning by giving three recalls (facts), two insights and asking one question.

1 lesson (1 hour)

Key idea 9.6: Attitudes to energy

and environmental

issues are changing.

Suggested

learning objectives: To appreciate how different groups

9.6a How different groups

(consumers,

transnational corporations (TNCs), governments, climate scientists and environmental groups) have contrasting views about energy futures

Calculation of carbon and

ecological

footprints.

Starter What is the difference? – Teacher displays the two phrases,

‘business as usual’ vs ‘sustainable’. Students work in pairs to

decide the difference. Teacher reveals through a whole-class discussion.

Main activity Teacher creates a series of characters with their views on energy futures:





Integrated skills


have contrasting views about energy futures.

To understand how attitudes are changing towards

unsustainable energy consumption and

reducing carbon footprints.

(business as usual versus sustainable).

9.6b How, in some developed countries, rising

affluence, environmental concerns and education are changing attitudes to unsustainable energy consumption and reducing carbon footprints.

Key words

Carbon footprint

Ecological footprint

Energy consumption

TNCs

Consumers

Sustainable

Business as usual

● Woking resident (1)

● Woking resident (2)

● Google representative

● Climate scientist

● McDonald’s representative

● Government representative

Students use the different views to discuss why there are variations in the approach to energy futures. This could be set up as a whole-class debate with students taking on the roles of the different characters. Students summarise their learning through producing a summary mind map at the end of the class debate.

Plenary

Draw your learning - Students illustrate what they have learned from the lesson and use a maximum of 30 words to describe each image.

Independent learning/homework

Topic 7: people and the biosphere

Task 1 Mapping biomes Provide students with a blank world map and get them to map the key biomes they will be studying for the topics. Students then describe the distribution of the biomes mapped.


Task 2 Collage Students find images to represent how the Earth’s biosphere provides vital goods and services for people. Using their images, they create an A4 collage and to illustrate their ideas.

Topic 8: forests under threat

Task 1 Comparing climate graphs

Provide students with two different climate graphs for two different biomes. Students describe the climate graphs separately, and then write a comparative paragraph about the differences.

Task 2 Comparative writing

Students write a comparative essay on the differences between the tropical rainforest and taiga biomes. Provide

the following guidance for structuring their essay:

1. The location of the two biomes

2. The climatic conditions

3. The structure and animals present

4. Adaptations by plants and animals

5. The use and exploitation

6. The challenges to managing the biomes.

Task 3 Key word glossary Students create a glossary of key words for the topic.

Task 4 Revision mind

maps Students produce two mind maps (using both sides of a sheet of A3 paper) to summarise the key learning points for the

topic to use for revision.

Task 5 A4 fact file Students research an example of how the tropical rainforest has been exploited for human benefit. Students present their findings in the form of an A4 fact file.

Task 6 10 facts Students research 10 interesting facts about the Amazon rainforest.

Topic 9: consuming energy resources

Task 1 Creating a divided bar chart

Provide students with the following data to create a divided bar chart on the energy consumption in the US by

energy source in 2010.

Petroleum (37%), Coal (21%), Renewable (8%), Nuclear (9%), Natural gas (25%).

Task 2 Carbon footprint Students use the WWF footprint calculator and bring in their result with an action plan. Students share these during the start

of the next lesson.

Task 3 Extended writing task

Students complete the following extended writing question – For one renewable energy resource, explain one cost and one benefit of using this resource for future energy security.

Task 4 Key word glossary Students create a glossary of key words for the topic.


Task 5 Revision mind maps

Students produce two mind maps (using both sides of a sheet of A3 paper) to summarise the key learning points for the topic to use for revision.

Task 6 Energy mix research

Students research the energy mix for a country. Give students the choice for the format of presenting their

country. Provide them with the follow structure:

1. A graph showing the energy mix

2. A description of the energy mix for that country

3. Suggested reasons for the energy mix of that country

4. Comparison with the UK energy mix.

Documents

GCSE Scheme of Work - New College Leicester€¦ · Edexcel GCSE Geography B Scheme of Work ... Content (vocabulary, concepts, processes, ideas) Place exemplification Integrated skills